本書調查了中國某省大學英語教師對語法教學的認知和實踐情況。在Borg 的理論框架中，教師認知不僅受其以往的語言學習經驗、教師教育課程和課堂經驗的影響，而且受語境因素的影響。本書采用了一種連續(xù)的探索性混合方，分兩個階段實施。 本書對教師認知和教師教育研究有重要的作用。它增加了不同教育背景下教師對語言教學的認知并對語言教學認知的方法論進行了深入的探討。本書可作為高校英語教學者的參考用書。
這本書是關于中國高校英語教師對大學英語課堂語法教學的認知和實踐研究。教師認知反映了教師在課堂教學中采用的教學原則，它包括教師的信念和知識。教師在課堂上的思維和決策受到一系列心理和社會文化因素影響，盡管很多研究對語言教師的語言教學的認知和實踐進行了大量的研究，但中國大學英語教師對語法教學的認知研究并不多見，尤其當新版的《大學英語教學指南》頒布要求旨在培養(yǎng)大學生的英語使用能力，特別是他們的英語聽說能力之后。為解決這一問題，本書調查了中國某省大學英語教師對語法教學的認知和實踐情況。在Borg的理論框架中，教師認知不僅受其以往的語言學習經驗、教師教育課程和課堂經驗的影響，而且受語境因素的影響。本研究采用了一種連續(xù)的探索性混合方法，分兩個階段實施。第一階段，對314名大學教師進行了大規(guī)模問卷調查，概述了中國大學英語教師對語法教學的認知和實踐。第二階段，對第一階段參與者中選出的10名教師進行了深入研究。第二階段的目的是對教師的認知和實踐進行定性的探索，考察教師的認知和實踐之間的關系以及認知和實踐不一致的原因。研究結果表明，總體而言，中國大學英語教師對交際教學的重視程度較高，認為語法教學應在交際語境中完成，使學生在口語和寫作活動中懂得如何使用語法。然而，在課堂實踐方面，深入研究表明，10名教師在語法教學中仍以形式教學為主。隨后的訪談表明，教師在使用形式教學重點方面的知識不足，以及諸如外部影響因素等問題，特別是與學生需求密切相關的考試等多種情境因素，限制了他們的課堂實踐。本研究對教師認知和教師教育研究有重要的作用。首先，它增加了對不同教育背景下教師對語言教學的認知和教師專業(yè)發(fā)展的理解，如一個中國省份的英語環(huán)境。第二，對研究教師對語言教學認知的方法論進行了深入的探討。這種混合研究方法不僅能提供對教師認知的觀點，而且能揭示個別教師對語言教學，特別是與英語語法教學有關的個人理解。最后，本研究證實Borg的教師認知理論為這類研究提供了一個合適的框架。建議類似的研究可以采用這一理論來解釋研究結果。
孫強（1981 ）, 山東榮成人，河南理工大學講師，新西蘭奧克蘭大學（University of Auckland）哲學博士。主要研究領域：教師教育和語言教學。
Contents
Chapter 1. Introduction. ..............................................................................................1
1.1 Chapter Overview ...................................................................................1
1.2 Background of the Study .........................................................................1
1.3 Purpose of the Study and Research Questions .........................................5
1.4 The Context of the Study ........................................................................6
1.5 Overview of the book .............................................................................19
Chapter 2 Literature Review and The Theoretical Framework. ..........................22
2.1 Chapter Overview ..................................................................................22
2.2 Teacher Cognition ..................................................................................22
2.3 Grammar Instruction .............................................................................40
2.4 Chapter Summary ..................................................................................58
Chapter 3 Research Design and Methodology. ......................................................60
3.1 Chapter Overview .................................................................................60
3.2 Research Paradigms ...............................................................................61
3.3 Research Design .....................................................................................66
3.4 Methodology ..........................................................................................69
3.5 Ethical consideration ..............................................................................98
3.6 Chapter Summary ................................................................................100
Chapter 4 Research Findings from the Questionnaire. .......................................101
4.1 Chapter Overview ................................................................................101
4.2 Teacher Cognitions about Grammar Teaching .....................................102
4.3 Sources of Teachers Cognitions about Grammar Teaching ................113
4.4 Teachers Practices about Grammar Teaching ....................................115
4.5 A Comparison between Teachers Cognitions and Their Practices
Reflected on the Questionnaire ............................................................117
4.6 Chapter Summary ................................................................................119
Chapter 5 Research Findings From An In-Depth Study. ....................................120
5.1 Chapter Overview ...............................................................................120
5.2 Teachers Cognitions about Grammar Teaching ..................................120
5.3 Sources of Teachers Cognitions about Grammar Teaching ................148
5.4 Teachers Practices about Grammar Teaching ....................................150
5.5 The Relationship between Teachers Cognitions and their
Practices about Grammar Teaching .....................................................173
5.6 Chapter Summary ................................................................................197
Chapter 6 Discussion of theResearch Findings. ...................................................198
6.1 Chapter Overview ................................................................................198
6.2 Chinese University English Teachers Cognitions and Practices
about Grammar Teaching .....................................................................199
6.3 Teachers Cognitions about Grammar Teaching Influenced by
Their Demographic Information .........................................................209
6.4 Sources of Teachers Cognitions about Grammar Teaching ................216
6.5 The Relationship between Teachers Cognitions and Their Practices ....217
6.6 Factors Resulting in the Discrepancies of Teachers Cognitions
and Practices ........................................................................................221
6.7 Chapter Summary ................................................................................226
Chapter 7 Conclusions, Implications, Limitations and Recommendations
for Further Research. ...........................................................................228
7.1 Chapter Overview ................................................................................228
7.2 Conclusions ..........................................................................................228
7.3 Implications .........................................................................................230
7.4 Limitations of the Research .................................................................235
7.5 Suggestions for Further Research .......................................................236
7.6 Final Remarks ......................................................................................237
Appendix A: Teachers Cognitions Questionnaire. ................................................238
Appendix B: Semi-structured interview questions to teachers. ............................246
REFERENCES. .........................................................................................................248
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